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Journal of Research and Educational Research Evaluation
Published by Universitas Negeri Semarang
ISSN : 22526420     EISSN : 25031732     DOI : https://doi.org/10.15294/jere
Core Subject : Education,
Education
Journal of Research and Educational Research Evaluation is a fully refereed international journal publishing original academic articles that promote educational processes and outcomes that are both well-informed and evidence-based. The journal is deliberately multi-disciplinary and broad in its scope, and addresses rigorous research and evaluation at all levels, and in all sectors and ages of education. The journal publishes papers which report results of: original research and evaluation studies; secondary analyses of existing (international) data sets; meta-analyses and reviews synthesizing evidence and guidelines for practice. Journal of Educational Research and Evaluation also invites articles about the use and evaluation of evidence in practice, theoretical, conceptual, methodological and substantive issues in research and evaluation, as well as position papers related to issues about evidence-based education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 285 Documents
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PENGEMBANGAN MODEL PEMBELAJARAN INDUKTIF KATA BERGAMBAR BERMUATAN NILAI-NILAI PENDIDIKAN KARAKTER ASPEK MEMBACA PERMULAAN SEKOLAH DASAR
Journal of Research and Educational Research Evaluation Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

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Tujuan penelitian adalah mengidentifikasi karakteristik model pembelajaran induktif kata bergambar sesuai dengan kebutuhan peserta didik dan guru sekolah dasar, merumuskan prinsip-prinsip model pembelajaran induktif kata bergambar, mengembangkan prototipe model pembelajaran induktif kata bergambar, dan menentukan keefektifan model pembelajaran induktif kata bergambar bermuatan nilai-nilai pendidikan karakter aspek membaca permulaan di sekolah dasar. Penelitian ini dilakukan dengan desain research and development dengan tahapan pengumpulan informasi dan kajian teori, penyusunan desain dan model pengembangan, pengumpulan data lapangan, analisis data awal, penyusunan model pengembangan, validasi, dan uji coba kekefektifan. Sumber data penelitian adalah para guru dan peserta didik kelas I sekolah dasar, ahli model pembelajaran, dan ahli bahasa. Analisis data dilakukan dengan deskriptif kualitatif dan kuantitatif.  Karakteristik model pembelajaran induktif kata bergambar bermuatan nilai-nilai pendidikan karakter aspek membaca berdasarkan kebutuhan guru dan peserta didik ditinjau dari dimensi sintakmatik, sistem sosial, sistem pendukung, sistem reaksi, dan tujuan instruksional serta dampak pengiring yang menjadi dasar merumuskan prinsip-prinsip model pembelajaran induktif kata bergambar. Hasil uji kekefektifan menunjukan 27 dari 30 peserta didik tuntas belajar (93%) dengan nilai rata-rata kelas 8.3. Hasil uji t menunjukkan ada perbedaan antara hasil sebelum dan setelah memanfaatkan model pembelajaran induktif kata bergambar, terbukti efektif untuk meningkatkan proses dan hasil belajar peserta didik. This study aims to idenfity the characters of inductive learning model of character building based on the needs of students and teachers, formulate the principles of inductive learning model, and develop the prototype of the model. This study employs a research and development. Data is collected from teachers, students of the first grade, learning model experts, and linguists. Data is analysed qualitatively and quantitatively.  The characteristic model of inductive learning in this study is analysed from syntaxmatics system, social system, support system, reaction system, and instructional goals, as well as the impact factors of formulating the model. The results of effectiveness test show that 27 out of 30 students (93%) have 8.3 average. The t test shows that there are differences between the pre-test and post test after using the learning model.
INSTRUMEN PENILAIAN AFEKTIF PENDIDIKAN KARAKTER BANGSA MATA PELAJARAN PKN SMK
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Sistem penilaian pendidikan karakter yang terintegrasi dengan mata pelajaran yang diterapkan di sekolah saat ini masih belum menunjukkan hasil optimal, sehingga perlu adanya instrumen penilaian pendidikan karakter baku. Tujuan penelitian  adalah menyusun instrumen penilaian butir karakter yang valid konstruk dan valid empiris. Penelitian pengembangan instrumen evaluasi butir karakter mengacu teori Borg & Gall dengan 10 langkah, namun peneliti mengacu sampai dengan langkah ke 8 saja,  produk yang dihasilkan adalah instrumen evaluasi afektif ke 6 karakter yang divalidasi melalui tim validator untuk mengukur valid konstruk, serta implementasi lapangan dilakukan 2 kali uji terbatas kelompok kecil dan uji lapangan. Data diperoleh dengan angket, observasi dan wawancara,  data diolah dengan analisis kuantitatif selanjutnya dideskriptifkan, guna uji empiris. Hasil penelitian menunjukkan bahwa skor validator untuk instrumen penilaian 6 karakter rata-ratanya 3,7 dari skor tertinggi 4, artinya memenuhi kriteria valid konstsruk.  Uji lapangan pada kelompok kecil dijumpai ada 7 item soal yang tidak valid dari 115 butir pengamatan. Dilakukan revisi, lalu diujikan lagi instrumennya. Dijumpai 6 item tidak valid dan dibuang dari 115 butir pengamatan. Jadi diperoleh 109 butir pengamatan yang valid konstruk dan valid empiris. Evaluation system character education that integrated with subjects which applied in school isn’t yet showing optimal result. This research is integrateing character education civics cubject. The characters were chosen based on the basic competencies and learning model selected. The purpose of this research is to develop assessment instruments karakterter items mentioned above are valid constructs and empirically valid. The research development evaluation instrtumen grain character with Borg & Gall’s theory by simplifying the eight steps, with products lesson plans, evaluation instruments affective the sixth characters on the team validated through a validator to measure valid constructs, and the implementation of field trials performed two times limited to small groups and field tests. Data obtained by questionnaire, interview and observation and the data processed with descriptive and quantitative analysis to test empirically. The results showed that scores for assessment instruments validator 6 characters averages 3.7 from the highest score is 4, so contruct valid criteria. While field tests on a small group of about 7 items found there are no valid observations of 115 grains. Be revised, and tested again instrument. 6 items found invalid and disposed of 115 observation points. Thus obtained 109 valid observations point construct and empirically valid.
INSTRUMEN EVALUASI PROGRAM DANA BOS MODEL CIPP
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Pelaksanaan program dana BOS di Kota Pekalongan selama ini belum pernah dilakukan evaluasi, hanya berupa monitoring yang dilakukan setiap semester, maka perlu dilakukan perbaikan dari instrumen yang telah digunakan menjadi sebuah instrumen evaluasi pelaksanaan BOS di kota Pekalongan yang baku. Jenis penelitian adalah penelitian pengembangan. Teknik pengumpulan data yang digunakan: observasi, wawancara, angket. Teknik sampling yaitu probalility random sampling dengan responden kepala sekolah. Hasil penelitian: 1) Evaluasi pelaksanaan program bantuan dana BOS pada SD di Kota Pekalongan berbentuk instrumen monitoring. 2) Instrumen evaluasi pelaksanaan program BOS di SD Negeri Kota Pekalongan yang dikembangkan dengan model CIPP berbentuk angket dengan jumlah soal sebanyak 80 butir. 3) Instrumen evaluasi pelaksanaan program BOS di SD Negeri Kota Pekalongan model CIPP setelah diuji validasi ahli dan uji validitas empiris diperoleh data dari 80 butir soal yang semula dibuat menjadi 71 butir soal yang efektif dan dapat digunakan sebagai instrumen yang baku. Saran: bagi Dinas Pendidikan, dapat merekomendasikan instrumen evaluasi pelaksanan program dana BOS sebagai instrumen yang baku di kota Pekalongan.Instrument Evaluation BOS Programs CIPP models To Elementary School in Kota Pekalongan are  instrument  have to evaluating BOS programs to elementary school. Type of research is development research. Procedure of the research : (1) expert judgment  (2) test in small group; (3) field Testing. Technique of Collecting Data: observation, interviuew, and questionaire. Technique of Sampling with purposive sampling was headmaste. Technique of Data Analysis are: technique of  qualitative analysis and technique of teknik quantitative (validity test and reliability test). The result of research: 1) Evaluating BOS programs in Kota Pekalongan,  doing to monitoring by Bawasda and Education Unit in Kota Pekalongan. It doing in tree a mount, for look  the result  of BOS programs. 2) Evaluating instrument BOS programs  in elementary school Kota Pekalongan with CIPP models make to questionair. 3) Evaluating instrument BOS programs  in elementary school Kota Pekalongan with CIPP models is valid and reliabel. Recomendations:Educations Unit,  can to objective make the instrument for all school, an the result of  evaluating the informating with objectives to all people.
PENGEMBANGAN ALAT PENILAIAN KINERJA PEMBELAJARAN DENGAN METODE CTL BERBASIS KAKTER
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Penelitian ini menerapkan pembelajaran materi pemantulan dan pembiasan cahaya kelas VIII SMPN 2 Magelang dengan metode CTL berbasis karakter di Laboratorium Teenzania. Metode CTL mengajak siswa mengkonstuk, menggali permasalahan, dan berdiskusi. Laboratorium Teenzania merupakan laboratorium bentukan berwujud miniatur benda nyata guna membantu siswa menangkap konsep. Pembelajaran tersebut diarahkan untuk membentuk karakter siswa. Tujuan penelitian ini adalah mendapatkan alat penilaian untuk mengukur kinerja siswa pada aspek afektif, aspek psikomotor, dan aspek kognitif. Alat evaluasi yang dikembangkan berupa lembar pengamatan proses siswa serta alat tes pengukur prestasi belajar siswa. Perangkat divalidasi oleh pakar dan teman guru untuk mengukur valid konstruk.. Hasil penelitian menunjukkan bahwa skor validator perangkat penunjang telah memenuhi standar valid konstruk. Pada 30 item instrumen tes, semua memenuhi kriteria valid dan reliabel serta tingkat kesukaran sedang, uji daya beda semua soal berkriteria cukup baik kecuali soal nomor 25. Jadi, dengan mengolah ke 29 soal telah memenuhi kriteria valid empiris. Terdapat hasil yang baik atas penilaian terhadap karakter kekreatifan dan kecermatan.This research apply the study process about light reflaction and refraction in grade VIII of SMPN 2 Magelang with CTL method based on character in Teenzania Laboratory. CTL method invites student to construct, to dig problem, and discuss the conclusion. Teenzania laboratory is real things miniature that ease student to understand the concept. This study process has aim to form students character. The aims of the research were to get scoring instrument to measure student work in affective, pshycomotry, and cognitive aspect. Evaluation instruments are observation sheet student process and student achievement test measurentment instrument. Sets of equipment validate by the expert and other teacher for measuring construct valid. The result of the research showed that validator score of the sets of support equipment fulfilled construct valid standard. 30 instrument test items were fulfilled criteria valid and reliable, has moderate difficulty, difference test was good except question number 25. So, with processing all the 29 questions which fulfilled empirical valid criteria valid. Also, there are good result for character competence.
PENGEMBANGAN PERANGKAT PEMBELAJRAN BERMAKNA MENGGUNAKAN LEMBAR KERJA SISWA DIVERGEN PADA MATERI CIRI-CIRI MAKHLUK HIDUP
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan untuk mengidentifikasi perangkat pembelajaran bermakna yang digunakan guru IPA, menyusun perangkat pembelajaran bermakna dengan LKS divergen pada materi ciri-ciri makhluk hidup di SMP, dan mendiskripsikan efektivitas perangkat pembelajaran bermakna dengan LKS divergen terhadap hasil belajar pada materi ciri-ciri makhluk hidup di SMP. Pendekatan yang digunakan  adalah research and development (R&D) melalui studi literatur dan analisis perangkat pembelajaran bermakna. Temuan penelitian menunjukkan bahwa guru menggunakan perangkat pembelajaran bermakna dengan LKS konvergen, sehingga kurang mampu berpikir kritis dan kreatif. Validitas silabus sangat baik dan sangat baik untuk RPP, keduanya tanpa revisi. Bahan ajar dan LKS divergen, keduanya sedikit revisi. Keefektifian perangkat diidentifikasi dari penguasaan konsep, yang diperoleh    N-gain kategori sedang untuk kelompok eksperimen, sedangkan N-gain kontrol rendah. Aktivitas proses pembelajaran dan kemampuan berpikir kritis dan kreatif pada kelompok eksperimen lebih baik dari kontrol, serta kepraktisan perangkat sangat baik. Disimpulkan bahwa perangkat pengembangan dapat meningkatkan penguasaan konsep, aktivitas pembelajaran dan kemampuan berpikir kritis-kreatif.This study aim to identify the meaningful learning device used science teacher, preparing learning device with student worksheet diverging on the material characteristics of living things in Junior High School students, and describe the electiveness of the learning meaningful to worksheet divergent learning out comes on the material characteristic of living things in the Junior High School students. The approach is used in research and development (R & B) trough the study of literature and learning tool meaningful. Teaching material get score 3.9 and 9 for student worksheet divergent, both slightly revised. Effectiveness of the identification of the mastery of concepts, derived n-gain moderate for the experimental group, while the n-gain control of low. Learning activity and the ability to thing critically and creatively in the experimental group is better than control, as well as the practically of the device is very good. Based on the study, it can be concluded that the devices can improve mastery concepts learning activated and the ability to think more critically.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH PADA MATERI SISTEM PENCERNAAN MAKANAN BERVISI PENDIDIKAN KARAKTER
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan untuk mendeskripsikan  model perangkat pembelajaran biologi yang selama ini digunakan, mendeskripsikan karakteristik perangkat PBM,  dan menguji validitas, keefektifan dan keterterapan perangkat PBM bervisi pendidikan karakter. Jenis penelitian  Research and Development (R&D). Tahap uji coba terdiri pada uji coba skala kecil pada 10 siswa yang mengikuti pengembangan diri Karya Ilmiah Remaja dan olimpiade biologi.Uji coba skala besar dilakukan pada dua kelas XI IPA SMA Negeri 2 Pati. Desain penelitian uji coba skala besar True Experimental Design dengan Pretest-postest Control Group Design. Hasil penelitian dan pengembangan diperoleh perangkat pembelajaran dengan karakteristik mengembangkan aspek kognitif, afektif, dan psikomotor. Perangkat dinyatakan valid dengan kriteria baik. Efektif sebab aktivitas, hasil belajar kognitif, psikomotor dan afektif, motivasi siswa meningkat dan praktis sebab > 75% respon siswa menyatakan baik.This study aims to find out more models of biological learning kit  used at schools, describes the charateristic which develop biology learning kit with the model of Problem Based Learning (PBL) in the educational character perspective.  Type of research is  Research and Development. The trial kit consists of the pilot phase of small-scale trial and large-scale trial. The  small-scale trial stage was  10 students in following Karya Ilmiah Remaja (KIR) and biology olimpic class. The  large-scale trials use True Experimental Design with Pretest-Posttest Control Group Design, with two classes of eleventh grade  students of SMA Negeri 2 Pati. The result obtained by the research and development is learning kit with the kognitif, afektif, and psikomotor can be developed,   The kit was valid based on validators assessment criteria it categorized in good criteria. The kit is stated effective because with the PBL model, the learning outcomes, activities and student motivation increase   the kit is stated practical because > 75% of students stated a good respons.
EVALUASI KOMPETENSI PROFESIONALISME GURU GEOGRAFI SMA NEGERI DI KABUPATEN SEMARANG
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Tujuan penelitan ini untuk mengevaluasi kompetensi profesional guru geografi SMA Negeri di Kabupaten Semarang, dan kendala-kendala yang dihadapi guru geografi dalam membangun kompetensi profesional. Hasil penelitian kompetensi profesionalisme guru geografi SMA Negeri Kabupaten Semarang berkategori cukup kompeten dengan skor 63%. Kendala-kendala yang dihadapi guru dalam membangun kompetensi profesional antara lain: kurangnya minat guru untuk berinovasi, lemahnya motivasi untuk meningkatkan kompetensi profesional, keterbatasan media pembelajaran. Saran dalam penelitian ini yaitu bagi sekolah diharapkan  meningkatkan kompetensi profesional guru Geografi agar lebih baik. Peningkatan profesional guru dilakukan dengan mewajibkan tiap guru untuk selalu merefleksi diri dalam pembelajaran, melaksanakan Penilaian Tindakan Kelas, dan pemanfaatan sarana TIK secara maksimal. Bagi guru, penulis menyampaikan guru harus bisa mengembangkan kinerjanya dan memenuhi standar kompetensi guru dengan cara menambah wawasan dalam bidang geografi melalui PPG (Pelatihan Pendidikan Guru), aktif mengikuti seminar.Research purposes are evaluates the professional competence of teachers of geography high schools in Semarang district, and the constraints faced by teachers of geography in developing professional competence. The results showed that the competence of State High School geography teacher professionalism in Semarang District categorized fairly competent with a score of 63%. Constraints faced by teachers in developing professional competencies include: lack of interest of teachers to innovate, lack of motivation to improve the professional competence, instructional media limitations. Suggestions in this research that the school is expected to enhance the professional competence of teachers of Geography for the better. Increasing teachers’ professional done by requiring each teacher to always reflect themselves in learning, implementing Assessment Class Actions, and the utilization of information communication technology to the fullest. For teachers, the authors convey the teacher should be able to develop and meet the performance standards of teacher competence by increasing knowledge in the field of geography through PPG (Teacher Education Training), actively participated in the seminar.
PEMBELAJARAN MATEMATIKA MODEL QUANTUM TEACHING DENGAN MODALITAS VISUAL, AUDITORI, DAN KINESTETIK BERBANTUAN SOFTWARE AUTOCAD
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran yang valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan 4-D. Perangkat yang dikembangkan adalah : (1) silabus; (2) rencana pelaksanaan pembelajaran; (3) buku Peserta didik; dan (4) lembar kerja peserta didik. Subjek penelitian adalah peserta didik SMK Dinamika Tegal. Variabel independent penelitian ini adalah keaktifan peserta didik, dan keterampilan proses peserta didik, variabel dependent adalah prestasi belajar. Uji validitas dan kepraktisan menggunakan uji analisis deskriptif sedangkan keefektifan menggunakan analisis inferensial dengan uji t, uji regeresi dan uji banding. Hasil penelitian menunjukan bahwa (1) perangkat yang dikembangkan dinyatakan valid oleh validator, dengan skor rata-rata sebagai berikut:  silabus 3,26, RPP 3,61, LKPD 3,46, dan Buku Peserta Didik 3,46 dari skor rata-rata maksimal 4. (2) Hasil observasi kemampuan guru mengelola pembelajaran rata-rata 3,19, angket respon siswa rata-rata 3,35, dan hasil angket respon guru rata-rata 3,42 dari skor maksimal 4. Jadi perangkat yang dikembangkan praktis. (3) Hasil tes prestasi belajar rata-rata 79,28, mencapai Kriteria Ketuntasan Minimal. Keaktifan belajar dan keterampilan peserta didik berpengaruh positif terhadap tes sebesar 76,6 %.  Rata-rata tes prestasi belajar pada kelas eksperimen sebesar 79,28 lebih dari kelas kontrol sebesar 69,18. Jadi perangkat disimpulkan efektif. The objectives of this study was to produce the valid, practical and effective of the devices. This study uses 4-D development model. The development of the instrucsional devices were; (1) syllabus, (2) lesson plans, (3)  learners’ handbooks, (4) learners’ worksheets. The subjects of this study were the learners in SMK (Vocational School) Dinamika Tegal. The independent variable was the activeness of learners, and the learners’ skill process, whereas the dependent variable was the learning achievement. The data were processed with descriptive and inferential analysis. The results of this study showed that (1) the instruction developed was proved to be valid by the validator with the following averaged scores: syllabus 3.26, Lesson Plans 3.61, Learners’ Worksheet 3.46, and Learners’ Handbook 3.46 from the maximal averaged score 4; (2) the averaged score from the performing teachers observed was 3.19, the score from learners’ questionaires 3.35, and the score from teachers’ questionaires 3.42 from the maximal score 4. Based on this findings we can conclude that the instruction developed was practical; and (3) the 79.65 averaged score from the learners’ achievement  statistically has reached the passing grade. The learners’ activeness and skills statistically have contributed to  the achievement of good test score, and the degree of the contribution was 76.6%. The averaged score  of learning achievement of the experimental group was 79.65, whereas the one achieved by the control group was 66.25. This showed that the instruction developed was proved to be effective.
DEVELOPING PORTFOLIO AS AN ALTERNATIVE TESTING DEVICE IN DESCRIPTIVE TEXT WRITING
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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The study on developing portfolio as an alternative testing device in descriptive text writing aims at (1) identifying the problems in using a model of test in descriptive text writing, (2) identifying the suitable model of test in descriptive text writing, (3) describing the model of developing portfolio as an alternative testing device in descriptive text writing, and d) finding out the effectiveness of the use of the model of alternative testing device in descriptive text writing. The research design that used was R&D model adopted from Borg & Gall (1987). There were two instruments used questionnaires and portfolio model in descriptive text writing. The second year students of English study program of Timor University were purposed as the samples with 30 students. The writer used qualitative and quantitative methods to analyze and describe the data. The findings showed that the students still have problems in constructing phrases, constructing sentences, constructing paragraph and writing a descriptive text. They also have problems in the aspects of writing when they are writing. Those problems are how to develop ideas, use good grammar, choose appropriate vocabulary, manage good organization of writing and use good mechanism of writing.
PEBELAJARAN MATEMATIKA MODEL CONCEPT ATTAINMENT MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATERI SEGITIGA
Journal of Research and Educational Research Evaluation Vol 2 No 1 (2013)
Publisher : Universitas Negeri Semarang

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Pengembangan perangkat pembelajaran matematika dengan model concept attainment untuk meningkatkan kemampuan pemecahan masalah pada materi segitiga kelas VII yang valid, praktis, dan pembelajaran efektif. Pengembangan perangkat pembelajaran matematika dilakukan dengan mengacu pada model dari Plomp. Perangkat yang dikembangkan terdiri dari Silabus, RPP, Lembar Kerja Peserta Didik (LKPD), CD Pembelajaran, dan Tes Kemampuan Pemecahan Masalah. Uji coba dilakukan pengamatan proses pembelajaran dan keaktifan belajar peserta didik. Diakhir pembelajaran dilakukan tes kemampuan pemecahan masalah, pengisian angket respons peserta didik, dan angket motivasi. Hasil penilaian dari validator diperoleh perangkat pembelajaran matematika dengan model concept attainment yang valid, dengan rata-rata 3,43. Dari hasil analisis data  uji coba diperoleh bahwa perangkat pembelajaran memenuhi kriteria kepraktisan yaitu  respons peserta didik dan hasil pengelolaan pembelajaran tergolong positif atau baik, serta memenuhi kriteria keefektifan yaitu (1) pembelajaran tuntas, menggunakan uji proporsi; (2) rata-rata hasil kemampuan pemecahan masalah kelas uji coba lebih baik dari pada kelas kontrol, menggunakan uji kesamaan dua rata-rata; dan (3) keaktifan dan motivasi berpengaruh terhadap tes hasil kemampuan pemecahan masalah  peserta didik sebesar 57,5%, menggunakan uji regresi dan (4) kemampuan pemecahan masalah pada kelas eksperimen meningkat sebesar 0,661 dengan kategori sedang, menggunakan uji Gain.This study aimed to provide mathematics learning devices with concept attainment model on the triangle material of the 7th grade students that are valid, practical, and effective. The development of mathematics learning devices is done by referring to the model of Plomp educational development. In this study, it developed the mathematics learning devices. The learning devices consist of Syllabus, Lesson Plan, Students Worksheet, Lesson with Multimedia CD, and the problem solving ability. In this experiment the process observation of learning proces and the student’s participation were done. Beside that at the end of lesson there was problem solving test, the students’ response questionnaires and motivation questionnaires The results of assessment data analysis from the experts validation obtained the valid mathematics learning devices with concept attainment model waith the mean of 3,43. From the result of data analysis of the experiment, it was obtained that the learning devices are qualified for the practicality criteria. They are the students’ response and the results of the learning management are good or well and it is also qualified for the effectiveness criteria: (1) learning is chefment minimum criteria; (2) the mean of problem solving ability results was better than the control class using the similary of two means; and (3) the students’ activity and motivation influenced the test of problem solving ability results about 57,5, and (4) the problem solving ability was increase 0,661 stated in the medium category using Gain test.

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